Assessment on the Effectiveness of Public Mathematics Curriculum on Students' Achievement and Attitude Towards A Curriculum Implementation Approach

Abstract

This study primarily gauges the effectiveness of the public mathematical curriculum in shaping students' achievement and attitude toward the implementation of the curriculAMPLum. To effectively conduct a study, a descriptive quantitative research design was assumed, whereby data were acquired from grade 12 students and mathematics teachers of grade 12 through surveys, structured questionnaires, and academic performance records. These findings reveal mixed perceptions about effectiveness, whereby students and teachers are uncertain as to whether the curriculum effectively responds to individual learning needs, inspires learning engagement, or enables conceptual understanding. Inferential statistics also indicated that there is no statistical difference between teachers' and students' perceptions on the whole regarding curriculum effectiveness, and for the high perceived effectiveness that did not relate well to students' achievements for engagement and individual needs save for conceptual understanding. This would involve specific participatory changes in the curriculum, inclusive of adaptive learning strategies and depth in conceptual aspects, thereby contributing to the larger discourses on equity in education, development of curriculum, and how best the evidence-based approaches can support mathematics education